Adrian Leis – författare

This book is aimed at those interested in the flipped learning model as well as language teachers who are considering or are already incorporating flipped learning in their classes. The book is broken down into four main parts. First, I will look at a description of flipped learning, with a clear definition of what flipped learning is and what it is not. Part II of the book focuses on flipped learning, specifically in language education, covering research and pedagogical implications related to the four language skills and various teaching methods, such as task-based language teaching and content-based language teaching. The third part of the book is aimed primarily at researchers, both those with experience and those who are just starting out. It includes a series of vignettes of studies that investigated the effects of flipped learning as well as suggestions on how these studies could be replicated and lead to further research. The book concludes with an overview of the main points discussed within and a suggestion of how the flipped learning model could be structured into your language classes.

This book provides advice on flipping from a vast range of topics related to second and foreign language teaching, such as assessment, pronunciation, speaking, listening, reading, writing, and content-based language teaching. Based on insights from other professionals in the field, it helps teachers of English as a foreign language better understand the idea of a flipped classroom. The book provides examples for teachers who wish to start flipping their own classes and additional ideas for those who are already flipping.

This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students'' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students'' mindsets and interventions that strengthen language teachers'' growth mindsets. The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and teaching. The book will be invaluable in improving the quality of the language learning experience for teachers and students in various academic environments.